For in spite of the public's perception that the differences across schools are so wide, twenty-two Principals have agreed to a common dress code that brings approximately 25 000 students under one umbrella of expectations.
It is in this regard that the Barbados Association of Principals of Public Secondary Schools must be highly commended for its foresight in setting up the sub-committee and for accepting its recommendation of a comprehensive package of rules and guidelines that would make enforcement less problematic.
This unity of spirit and singleness of purpose deserve the support of all stakeholders who understand the role of the school as an agent of socialization with responsibility for inculcating certain attitudes to dress and deportment.
The reality is that the wearing of uniforms has long been an issue across the United States. There are two trends.
One considers the wearing of uniforms in schools as stifling self expression and creativity as well as discouraging initiative (Gochman 2007).
The other trend recognizes the usefulness of the wearing of uniforms as it relates to fostering an environment of safety, decorum, decency and discipline all of which conduce to the focus and diligence that aid learning.
School administrators who are alarmed by the increased violence and theft, the breakdown in discipline and deteriorating academic standards are implementing dress code policies.
This approach is seen as a concrete means of enhancing the image of students and schools, improving student discipline and fostering a positive learning environment.
In Australia in 1998, a raging debate was triggered by the Queenland Ombudsman, who queried the legality of uniforms.
He asked whether they were merely advocated as an instrument to aid conformity to rules and obedience to authority in violation of individual rights. Well, of course, the educational practitioners asserted themselves as professionals and reminded Fred Albeitz that the wearing of uniforms rides on a pinion of five solid reasons.
These were cited as safety, pride, equity, ease of convenience, and preparation for the world of work.
Within the context of the Caribbean, however, the wearing of uniforms by all students of compulsory school age in both public and private schools has an almost cultural significance.
Legal intelligence confirms that though the Education Act in itself does not speak specifically to the issue of dress codes, it comes under the responsibility of the Principal who has discretion in matters of discipline.
Cases in the body of Common Law which set critical precedence on a number of societal issues, provide the reference point.
As long as it included in the rules and regulations of the school, communicated to parents and students and meets the criteria of being reasonable, then compliance is mandatory.
It is against this backdrop, therefore, that the move towards standardization must be seen and be lauded. For years, we have literally seen the gradual slide in standards of dress and deportment of students going to and from school.
On the compounds of our schools, Principals and teachers constantly ask students to pull up their pants, draw their belts, put in their shirts, take out the extra and inappropriate earrings and simplify hairstyles. Principals of most schools have had to send students back home to rectify breaches and parent contact is made repeatedly to encourage compliance.
In short, enforcement had become extremely difficult, partly because different schools had different requirements especially in relation to length and tightness of skirts and overalls and the manner in which the socks were worn.
For example, some schools required skirt and overall hems to be on the knee, some accepted them one inch below while the majority insisted on two inches.
Such variation seriously compromised the ability of the system as a whole to effectively enforce these different requirements.
The 13 guidelines to which individual schools may add and customize deal with clothing, shoes, socks, make-up and hairstyles, jewellery and adornment, including tattoos and school emblems and symbols.
The banning of scarves is particularly significant since our intelligence indicates that students use them to disguise themselves while committing acts of bullying, theft, and gambling.
At a more serious level, colour-coded scarves are used as gang identification which is visible hanging from the pockets or as they are carried otherwise.
It is our projection that while the successful enforcement of a common dress code should not be seen as a panacea for all of the ills in Barbadian education, it will certainly go a long way toward minimizing the wave of hooliganism and rowdyism that has been gradually destroying the culture of discipline that has traditionally buttressed our otherwise high educational standards.
In conclusion, the enforcement of a common dress code constitutes a major stride in our efforts to recover some of the social aspects of schooling and in promoting decency, pride and dignity which the bashment culture has literally threatened to erase from our educational landscape.